The outcomes or standards for assessing the qualities and effectiveness of a specific essay for a composition class are probably the same whether a course is face-to-face, hybrid, or online. On the other hand, online activities can significantly expand the options for class participation. If your class uses a learning or course management system (LMS or CMS) or has other online components, find out which activities are required and which recommended. Class sites or systems may track and report detailed data on participation such as the following:

Also consider nonstatistical measures of your performance and your engagement. For example, suppose your instructor asks you to post a question about a challenging reading and also to respond to two questions from other students. You might receive credit simply for making a conscientious effort to do both, whether your answers were correct or not. After all, the purpose of the assignment is to generate discussion. On the other hand, if you are asked to submit your final, revised version of an essay, posting it before the deadline would be only the first step, followed by your instructor’s assessment based on the criteria for the assignment.

Once you know the many ways that your online participation can be measured, you are prepared to view time online as a possible limitation or deadline, as well as a measure of effort and attention. You also are prepared to read assignment prompts more critically. For example, suppose you are asked to write a short answer to a question, perhaps with thirty minutes allowed and about 250 words (one double-spaced page) expected. How is your instructor likely to assess your 174 words written in nine minutes? How will your response compare with someone else’s 249 words and twenty-nine minutes of attention? Will your instructor think that you felt pressured and rushed, ignored the implications of the directions, didn’t care enough to use the time allowed, or simply said what you had to say?